What tales would students tell about their mathematical experiences? Are they stories of triumph, boredom, despair, exhilaration, or, perhaps, all of these emotions? How do teachers access these stories to understand students' experiences and build from them? In this article, the authors describe a task, The Math Metaphor, and how it was used in a high school classroom as a window to explore students' experiences with mathematics across four domains: identity, agency, emotion, and meta-affect. The article begins by exploring relevant literature. Then, it shares the task and unpacks student examples related to each of these constructs to understand what the metaphors convey about students' experiences. The article concludes by sharing how educators can integrate this task into their classrooms as a tool to explore and respond to students' mathematical experiences.